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ERIC Number: EJ1155728
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-3569
EISSN: N/A
Tutoring in Critical Thinking: Using the Stases to Scaffold High School Students' Reading and Writing of Persuasive Text
Slater, Wayne H.; Groff, James A.
Reading & Writing Quarterly, v33 n4 p380-393 2017
Using case study research methods, we investigated the effectiveness of a dialogic tutoring model informed by cognitive strategy instruction to implement a problem-solving strategy using a gradual-release-of-responsibility model of instruction situated in stasis theory. Eight minority 10th graders participated because of their difficulties with prewriting/invention in identifying and constructing claims and supports in the writing of their persuasive papers. Compared to baseline scores derived from their previous persuasive papers, the 8 participants scored higher on the dimensions of (a) development, organization, focus, and clarity and (b) voice but at almost the same level on the dimension of conventions. Based on interactions with the participants, we are convinced that the stases used as a reading and writing strategy offer a potentially powerful heuristic in bridging the gap between the more abstract Toulmin model and the practical and strategic challenge of filling the slots in that model.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland
Grant or Contract Numbers: N/A